MODEL BELAJAR “SUMO LARI DI MAS PEMI” DALAM MENINGKATKAN PERKEMBANGAN BAHASA ANAK USIA DINI PADA MASA PANDEMI COVID-19 (STUDI KASUS DI KB WADAS KELIR PURWOKERTO)

Nur Sa‟adah, NIM.: 19204030038 (2022) MODEL BELAJAR “SUMO LARI DI MAS PEMI” DALAM MENINGKATKAN PERKEMBANGAN BAHASA ANAK USIA DINI PADA MASA PANDEMI COVID-19 (STUDI KASUS DI KB WADAS KELIR PURWOKERTO). Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

The Distance Learning Model has its own challenges for every early childhood education institution in achieving effective and efficient learning goals. Behavioristic theory holds that the given stimulus will have a major influence on children's language development. The stimulation is in the form of a learning model based on the psychology of students. This research is a qualitative-descriptive study with the aim of examining the "Sumo Lari Di Mas Pemi" learning model and the language development of students during the COVID-19 pandemic at Wadas Kelir Family Planning Board, Purwokerto. Observations, interviews, and documentation studies are steps taken to obtain information data. While the data analysis carried out was descriptive analysis, namely by describing the "Sumo Lari Di Mas Pemi" learning model and its implications for early childhood language development during the COVID-19 pandemic at Wadas Kelir KB, Purwokerto. The results of this study describe the learning model "Sumo Lari Di Mas Pemi" which stands for "Ten Learning Models in a Pandemic Period" which is an innovative distance learning model. The ten learning models in question are: (1) Literacy Bags; (2) Interactive Creative Stories; (3) Quiz; (4) Work Projects; (5) Games; (6) Movies and Videos; (7) Creativity Competition; (8) Online Learning; (9) Parental Assistance; and (10) Study Visit. The positive impacts of the "Sumo Lari Di Mas Pemi" learning model on the language development of Wadas Kelir Purwokerto family planning students during the COVID-19 pandemic are; (1) Children are able to recognize alphabetic symbols well; (2) Children have good vocabulary development; (3) The child can speak coherently and clearly; (4) Children can understand verbal information well; (5) Children can understand written information well; (6) Children are able to solve problems independently; and (7) improve students' listening, speaking, reading, writing, and arithmetic skills.

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